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1 – 10 of 633Latifa Sebti and Brent C. Elder
In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…
Abstract
Purpose
In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.
Design/methodology/approach
We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.
Findings
The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.
Practical implications
This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.
Originality/value
We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.
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Ann Svensson, Linn Gustavsson, Irene Svenningsson, Christina Karlsson and Tina Karlsson
This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for…
Abstract
Purpose
This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?
Design/methodology/approach
Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.
Findings
Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.
Originality/value
This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.
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Andrew Morden, Lauren Brooks, Clare Jinks, Mark Porcheret, Bie Nio Ong and Krysia Dziedzic
Intervention evaluations have not always accounted for long-term implementation of interventions. The purpose of this paper is to explore implementation of a primary care…
Abstract
Purpose
Intervention evaluations have not always accounted for long-term implementation of interventions. The purpose of this paper is to explore implementation of a primary care intervention during the lifespan of the trial and beyond.
Design/methodology/approach
Eight general practices participated in the trial (four control and four intervention). In-depth interviews (with nine GPs and four practices nurses who delivered the intervention) and observation methods were employed. Thematic analysis was utilized and Normalization Process Theory (NPT) constructs were compared with emergent themes.
Findings
Macro-level policy imperatives shaped practice priorities which resulted in the “whole system” new intervention not being perceived to be sustainable. Continued routinization of the intervention into usual care beyond the lifespan of the funded study was dependent on individualized monitoring and taking forward tacit knowledge.
Research limitations/implications
The authors discuss the implications of these findings for sociological theories of implementation and understanding outcomes of research led complex interventions.
Originality/value
The study describes the complex interplay between macro processes and individual situated practices and contributes to understanding if, how, and why interventions are sustained beyond initial “research push”. The value of the study lies in describing the conditions and potential consequences of long-term implementation, which might be translated to other contexts.
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Ali Farashah and Tomas Blomqusit
This paper empirically explores the types and extent of cultural diversity strategies in Sweden, a developed economy with many migrant workers. The role of organizational culture…
Abstract
Purpose
This paper empirically explores the types and extent of cultural diversity strategies in Sweden, a developed economy with many migrant workers. The role of organizational culture as the context and the association with diversity strategy and the selection of international skilled migrant workers are examined.
Design/methodology/approach
Empirical data are collected by surveying 249 Swedish large or medium-sized firms. Cluster analysis is used to explore the configuration of organizational culture, cultural diversity strategy (CDS) and selection and development criteria.
Findings
The authors identify five clusters of organizations. Organizational culture is the main contextual factor that influences the CDS and human resource (HR) approaches for selecting skilled migrant workers. The profile of the clusters including organizational culture, diversity strategies, the selection criteria and firm demographics is presented. The empirical results indicate that organizational culture and demographics are associated with the choice of diversity strategy and, consequently, HR processes.
Originality/value
This study's main focus is on international skilled migrants, which is among empirically less-studied areas in global mobility literature. Furthermore, until now more attention has been directed toward studying the consequences of diversity than toward understanding the factors that influence choice of diversity strategies and practices. This study focuses on antecedents of diversity and attempts to understand the factors that influence adoption and implementation of different cultural diversity strategies.
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Erika Johansson, Emil Rapo and Ingeborg Nilsson
The spread and level of loneliness is today considered a public health issue. Attempts to promote or reduce the level of loneliness have been made, one of which is social…
Abstract
Purpose
The spread and level of loneliness is today considered a public health issue. Attempts to promote or reduce the level of loneliness have been made, one of which is social prescribing (SP), developed and extensively used. Complex interventions such as SP are advised to be connected to theory.
Design/methodology/approach
For this purpose, the Person-Environment-Occupation-Participation model (PEOP) will be reviewed and used as an example, both as a way of organize occupational knowledge and as a model for practice.
Findings
Occupational therapy underpinned by transactional system theory such as the PEOP model seems to give comprehensive and relevant support in the SP process. Particularly, this model can guide practitioners through crucial phases when assessing needs, matching interests and goals with relevant occupations, as well as understanding of important components embedded in the program.
Originality/value
This opinion piece offers insights in why and how specific components connected to SP needs to be understood by theory and applied by personnel to facilitate a meaningful and sustainable occupational performance for the individuals.
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Paul Ratanasiripong, Chiachih DC Wang, Nop Ratanasiripong, Suda Hanklang, Duangrat Kathalae and Pornlert Chumchai
The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.
Abstract
Purpose
The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.
Design/methodology/approach
A cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).
Findings
Results indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).
Originality/value
While prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.
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